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2009 Texas Symposium on Deafblindness Session Guide 1

Session Guide

THURSDAY, FEBRUARY 12TH

4:00-9:00 PM Pre-function Area Sign-in and Packet Pick Up

7:00 PM Phoenix Ballroom Valentine Dessert Social

7:30-8:30 PM Phoenix Ballroom Welcome Keynote

Technology Empowerment for Work and Personal Success

Anindya “Bapin” Bhattacharyya, Technology Development and Training Specialist, Helen Keller National Center, San Francisco, CA

Anindya “Bapin” Bhattacharyya was born in India and attended Perkins School for the Blind in Watertown, Mass. as a young boy. Since completing his education he has gone on to receive a Bachelors Degree in Political Science and has worked for Lotus Development Corp., Deaf-Blind Contact Center in Massachusetts and Helen Keller National Center in Sands Point, New York. As a deafblind adult he enjoys traveling, numerous sports, ceramics, woodworking and working with computers both in software and hardware areas.

Technology has opened a new world for the deafblind population around the globe; something never imagined during Helen Keller's time. This presentation will focus on amazing new technologies, i.e., computers with braille access, PDAs, GPS, and communication devices and discuss how deaf-blind individuals are using these technologies to enhance their success and enjoyment in terms of recreation, employment, and in personal life.

Intervener Competencies: 1.6, 3.3, 4.4, 6.1

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FRIDAY, FEBRUARY 13, 2009

8:00-8:30 AM Pre-function Area Continental Breakfast

9:00-11:30 AM Phoenix Ballroom General Sessions

8:30 AM Welcome

Presentation of the Marty Murrell and Intervener Awards

Purpose, Satisfaction and Joy for Deafblind Students and the People Who Care

Linda Mamer, Deafblind Consultant, Vancouver, BC

9:00 AM

Key Note

People who are deafblind and the people who live and/or work with individuals who are deafblind can have great purpose and joy in their lives. We are privileged to know people who are deafblind and to share in their lives. Finding purpose and satisfaction in our lives and in their lives is critical to sustaining good relationships. Inspiring examples will be shared.

Intervener Competencies: 1.1, 1.2, 3.2, 4.1, 5.1, 6.2, 7.1

Living the Good Life

Jamie Pope, Executive Director of the American Association of Deaf-Blind and Randy Pope, Private Consultant on Support Service Providers, Silver Springs, MD

This session profiles the lives of a deafblind couple, highlighting areas that gave them purpose, joy, and satisfaction in life from the early years to now. Deafblind people can live the good life whatever life brings.

Reaching Out for Skye

George and Christina Givens, Parents, Spring, TX

10:00 AM

Profiles of Individuals with Deafblindness

The Givens will discuss life with their daughter, Skye, a child with deafblindness and significant disabilities. This will include their thoughts on accessing community resources for therapy, in-home care, and their religious community.


Our Lives So Far

Amanda Huston, TSBVI Student, Houston, TX

Patsy Izaguirre, TSBVI Student, Killeen, TX

Amanda and Patsy will share photos and memories of growing up, learning to be more independent, and becoming friends at TSBVI.

Intervener Competencies: 1.6, 4.3, 3.2, 4.3, 5.1, 6.1, 6.2, 7.1

11:30-1:00 PM Austin Room Brown Bag Luncheon for ESC Deafblind Specialists

Other participants find lunch on your own.

1:00-2:30 PM Friday Breakout Sessions

Phoenix South ADAMLS a Tool for Assessing Access to Manual Language Systems for Deafblind Students

Brad Carlson, Deafblind Specialist, DARS-Division of Blind Services, Austin, TX

American Sign Language and other manual language systems require accurate visual interpretation. Students with deafblindness may or may not have the visual ability to use manual language systems without some specific modifications. This session will describe the ADAMLS and how it can be used as part of the deafblind student's communication assessment protocol.

Intervener Competencies: 2.1, 3.2, 5.5,


Phoenix Central The Use of Progress Monitoring and Response to Intervention to Improve Communication Outcomes

Kat Stremel, Senior Fellow, Teaching Research Institute, Shawnee Mission, KS

A Response to Intervention model will be used to determine the need and intensity of support and assistance to improve the communication and language outcomes for students across time. Tools for monitoring progress across different functional and academic activities will be featured. Individualized strategies for different modes of communication/language will be provided as examples.

Intervener Competencies: 1.2, 2.1, 3.2, 3.3, 4.1,4.2, 5.1, 6.1, 7.1

Phoenix North Wiggle and Jiggle; Let’s Get Moving

Jill Brown, TVI/COMS, Crowley, TX

This session will provide a brief overview on the importance of O&M for infants and preschoolers. Information will be shared to help the caregiver/teacher help their child to discover the world. This will include ideas to help facilitate body awareness and movement in infants and children with multiple impairments. Participants will also learn how to analyze and adapt environments to encourage independent exploration for children with multiple impairments.


Austin Community Support and Services Designed for Students and Adults with Deafblindness in Texas

CC Davis, HKNC, Dallas, TX, Kathi Montalbano, DADS, Deaf-Blind Multiply Disabled Medicaid Waiver, Austin, TX and Rachel Simpson, DARS – Div. of Blind Services, Austin, TX

Services available from agencies and organizations in Texas can help students and adults with deafblindness to live, work, learn, and take advantage of community life. Representatives of the DARS Division of Blind Services, the


Department of Aging and Disability Services, and the Helen Keller National Center will discuss available services.

Intervener Competencies: No specific competencies addressed

DeWitt Using the Intervener Model to Support Students with CHARGE

Tracy Johnson, Parent, Sharon Harrison, Intervener, and JoAnne Fifield, Classroom Teacher, League City, TX

Students with CHARGE Syndrome needed additional support in the educational setting. By assigning of an intervener, the complex needs of our student are being met and he has become more successful in his educational placement.

Intervener Competencies: 2.1, 2.2, 3.3

DeZavala Recreating the Dream: From Grieving to Coping

Dale Rudin, Licensed Psychologist, Austin, TX

This session will focus on family members and the emotional process an individual goes through when he or she has a loved one with a significant disability such as deafblindness. Participants will learn that these feelings are all part of a natural healing process that allows for new dreams to develop. In addition, ways in which family members can support each other will be discussed.

Intervener Competencies: 4.1, 4.4

2:30-3:00 PM Pre-function Area Break


3:00-4:30 PM Friday Breakout Sessions

Phoenix South Communicative Intent: The Challenges Faced by the Student with Deafblindness and Motor Problems


Students who are deafblind with additional disabilities can present challenges in the development of their communication and sensory abilities. Best Practices of Deafblindness as they relate to these individuals will be presented. Video analysis will be used with the audience to assist in developing practical strategies that can be applied to their own students.


Phoenix Central Self-Regulation, Stress, and the Elusiveness of Emotional Equilibrium

David Brown, Education Specialist, California Deaf-Blind Services, San Francisco, CA

There are many factors that make high stress inherent for children with deafblindness. The difficulty that the outside world has in understanding these children only increases the stress factors further. This presentation will examine the sources of stress, both internal and external, and will also suggest ways in which the emotional health of each child can be treated as a priority. Traditional views of educational goals and priorities will be challenged.

Intervener Competencies: 4.1, 4.2, 4.3, 4.4, 5.1, 5.6


Phoenix North Social Interactions: The Framework for Communication

Kat Stremel, Senior Fellow, Teaching Research Institute, Shawnee Mission, KS

The presentation will focus on the context and content of communication in order to increase the opportunities, the rate, turns and duration of communication between the young child and the caregiver. The need for various forms, functions and intervention strategies with the multiple modes of communication...from body language, gestures, signs and auditory-verbal modalities of communication and language will be part of the architectural framework for improving child communication outcomes.


Austin A Glimpse Into Our Lives as a Deafblind Couple

Jamie Pope, Executive Director, AADB and Randy Pope, Private Consultant on Support Service Providers, Silver Springs, MD

This workshop explores the positive experiences of a deafblind married couple. Factors that can help or hinder satisfying relationships involving a person who is deafblind will also be discussed. Finally, tips to encourage social development and self-determination skill building to prepare children who are deafblind for satisfying relationships in their future will be discussed.



DeWitt Becoming a Travel Pro with a GPS and a Communication Pro On the Go

Anindya “Bapin” Bhattacharyya, Technology Development and Training Specialist, HKNC, San Francisco, CA

Deafblind people nowadays CAN enjoy traveling with added independence by using an accessible GPS to know the current street name and address they are close by, names of restaurants and stores within the proximity, and distance from one place to another. The GPS also serves as a tool for setting up pedestrian and vehicular routes to destinations. In addition, these deafblind people will enjoy the many benefits of the newly released Deaf-Blind Communicator (DBC), which serves as a three-purpose communication tool: face-to-face communication, TTY communication, and short messaging service (SMS) texting.


DaZavala National Trends Related to Deafblind Teacher Certification

Amy Parker, Graduate Student, Texas Tech, Lubbock, TX, Holly Cooper and Chris Montgomery, Deafblind Specialists, TSBVI Outreach, Austin, TX

This session will include information on the history, current trends, activities, and future goals, which support the development of deafblind teacher certification.

Intervener Competencies: No specific competencies addressed.

5:00-7:00 PM Dovers Room Family Social

DBMAT and Texas Chargers serve as hosts to a special social for families. This will be an opportunity for families to speak directly with our presenters and other family members while enjoying a light snack.


SATURDAY FEBRUARY 14, 2009

8:00-9:00 AM Pre-function Area Continental Breakfast

9:00-10:30 Saturday Breakout Sessions

Phoenix South Social Issues that Impact Communication Between Students who are Deafblind and their Peers


Students who are deafblind and academically focused face unique challenges in social relationships with adults around them, including their Interveners, and with their peers and classmates. We will discuss a number of real-life situations and problem-solve solutions to these dilemmas.

Intervener Competencies: 4.1, 4.2, 4.3, 4.4, 4.5

Phoenix Central Academic Learners With Deafblindness: Providing Access to the General Curriculum

Robbie Blaha and Holly Cooper, Deafblind Specialists, TSBVI Outreach, Austin, TX

This session will present instructional strategies and modifications for academic instruction for students with deafblindness. Concept development, communication, timing and pacing will be discussed. We will include issues relating to tactile learners and communicators, as well as students who access communication and literacy visually and auditorially. Educational strategies will be appropriate for students in special classes as well as those attending inclusion classes with support.

Intervener Competencies: 3.2, 3.3, 3.4, 3.6, 5.1, 5.5, 5.6,


Phoenix North Body Awareness Through Yoga

Jessica Lampert, OTR, CLVT, COMS, Crowley, TX and Sabrina Casteneda, OTR, CYI, Dallas, TX

This presentation will focus on the benefits of yoga for regulating biobehavioral state and developing body awareness, understanding of spatial concepts, and interactions with the environment. Benefits for caregivers and parents will also be presented.


Austin In the Mind of a Sibling

Jacqulyn Carter, Deaf-Blind Specialist, DARS – Division of Blind Services, Dallas, TX, Gina Dragella, Sister of Danny, Houston, TX, Sara Hines, Sister of Rebecca, La Porte, TX, Sarah Khan, Sister of Tania, Bellaire, TX, and Dugan Thompson, Sister of Caleb, Sweetwater, TX

Have you ever thought, “What is going on in his/her mind?” when considering a sibling of a child who is deafblind? Many siblings don’t talk about their thoughts or feelings because they don’t want to take away from the disabled child. This panel of siblings will share their outlook on life as a “Sib”, as well as their outlook on their disabled sibling’s life.


DeWitt Using Drawing with Students Who Have Low Vision and Deafblindness

Kate Hurst, Statewide Staff Development Coordinator, TSBVI Outreach and Tish Smith, Speech/Language Pathologist, TSBVI, Austin, TX

Many students with deafblindness have usable residual vision. For these students one strategy that can be used to improve the quality of interactions, communication, literacy and other skills is the use of drawing. This session will focus on the benefits of drawing, discussing how drawing may be


more beneficial than the use of commercially produced pictures. Presenters will also discuss how to determine if a student is a good candidate for this approach and will demonstrate how drawing can be integrated into activities throughout the student’s day.


DeZavala The Joy of a Self-Determined Life

Jamie Pope, Executive Director AADB and Mike Fagbemi, Technical Assistance Specialist, National Consortium on Deaf-Blindness, Sands Point, NY

Self-determination is so important for a purposeful, joyful, and satisfying life for everyone, especially for people who are deafblind. This workshop explores what self-determination is and why it is important for people who are deafblind. This includes a discussion on potential barriers and resources for developing self-determination skills.


10:30-11:00 AM Pre-function Area Break

11:00-12:30 AM Saturday Breakout Sessions

Phoenix South Understanding Congenital Deafblindness: A Family’s Lifetime Quest for Communication with Doctors

Dr. Rubina Khan and Dr. Fareed Khan, Parents, Bellaire, TX

In this session the Khan’s share their family’s journey from the premature birth of their daughter, Tania, which resulted in deafblindness. They will describe how they communicate with medical professionals about their wants and share their understanding of Tania’s needs. As practicing physicians Fareed and Rubina describe their attitudes toward medicine and healing as well as lessons learned through experience in coming to understand and cope with their daughter’s deafblindness.



Phoenix Central YOU Make the Difference

Craig Axelrod, Deafblind Consultant and Co-Author of You Make the Difference: An Educator-Oriented Process for Supporting High Quality Interactions with Students Who are Deafblind, Dripping Springs, TX

"Effective interaction helps dissolve the barriers between us. Through a mutual exchange of the deepest human feelings of togetherness, we share a world of understanding and hope." (Dr. Jan van Dijk, 2007) Session participants will learn about the role of high quality interactions in early development, the challenges to high quality interactions with children who are deafblind, and student-specific factors that impact interactions. Video examples of interactions between several adult and student pairs will also be shown, demonstrating how the adults identified and implemented specific intervention strategies that improved the quality of their interactions.

Intervener Competencies: 1.2, 2.1, 3.2, 4.1, 4.2, 4.3, 5.1, 7.2

Phoenix North Teaching O&M to Students with Deafblindness

Carolina Gonzales, COMS, Austin, TX and Ruth Ann Marsh, COMS, TSBVI Outreach, Austin, TX

What impact does deafblindness have on the acquisition of O&M skills? How should the teaching of O&M skills be adapted for students with deafblindness? How and what concepts need to be taught to students with deafblindness? What are some communication systems to use with these students? What special equipment is available to help them travel independently? These and other questions generated by the audience will be addressed in this session.



Austin All About Sarah: Planning a Student-Centered Transition

Fran LaWare, Behavior Specialist, and Matt Schultz, Classroom Teacher, TSBVI, Austin, TX

An effective student-centered transition plan for students with deafblindness, including those with additional disabilities, involves determining the student’s preferred post-school lifestyle, activities, and service options; tailoring instruction to the preferred outcomes; and finding ways to share information and strategies for support.

Intervener Competencies: 4.2, 4.3, 4.4

DeWitt Customized Employment

Mike Fagbemi, Technical Assistance Specialist, National Consortium on Deaf-Blindness, Sands Point, NY

Customized employment offers the chance for a job to fit who we are, what we need, and what we have to offer. This session provides an overview of some of the basic tenets of the philosophy and explores how this might include youth who are deafblind and are often left behind. My objective is to increase the knowledge of participants in understanding the concept of customized employment gained though a negotiated relationship which meets the needs of both parties.


DeZavala Suggestions and Activities for Infants and Toddlers with Dual Sensory Losses

Stacy Shafer, VI Early Childhood Consultant and Gigi Newton, Deafblind Early Childhood Consultant, TSBVI, Austin, TX

What are the risk factors for children that could result in a hearing and/or vision loss? How does combined vision and hearing loss impact critical bonding with parents and


caregivers? This session will provide information to answer these questions. There will also be a discussion on the benefits of Bonding and Relaxation Techniques for the child and the parent as well as strategies using the Resonance Board and the “Little Room” to help children move and explore their environment and become an active learner.


12:30-1:30 PM Dovers Room Intervener Brown Bag Luncheon Others find lunch on your own.

1:30-3:30 PM Phoenix Ballroom Saturday General Session

1:30 PM Presentation of the Silverrain Award

1:45 PM The Relief of Being Understood and Other Joys for Children with Deafblindness

Robbie Blaha, Deafblind Specialist, TSBVI Outreach, Austin, TX

Nothing is more important to us than having others understand us. Because of their communication challenges and experiential differences, most children with deafblindness are much less likely to experience others who really understand them. This session will share some thoughts on important aspects of interactions with student with deafblindness and how we can help bring them joy.


2:45 PM Sense Memories or Failing Better: An Alien’s Valentine to Texas

David Brown, Education Specialist, California Deaf-Blind Services, San Francisco, CA

The main focus of this closing keynote will be to gather together, and reflect on, the leading impressions generated by the conference itself. This process will be filtered through, and colored by, my long history of learning and failing,


laughing and crying, getting angry, getting frustrated, and getting inspired, in the field of deafblind education. As an outsider to the US field, but now increasingly an insider, I hope to share an unusual perspective. I especially welcome the opportunity to play a key role in helping to concentrate and highlight and direct the accumulated energy of this meeting just before we all head back to the big bad world outside.

Intervener Competencies:

2.1, 2.3, 8.1, 8.2

Robertson

Through out the Symposium, DBMAT and Texas Chargers will be available to share information about their organizations and network with families and professionals. Please take time to stop by and learn more about these organizations.

Works of art produced by individuals with deafblindness are also on display. Please treat yourself to a leisurely stroll through this exhibit dedicated to Purpose, Satisfaction and Joy in the lives of individuals with deafblindness and the people who care.

Professional and Paraprofessional Continuing Education Credits

All sessions have been approved by the Academy for Certification of Vision and Rehabilitation Professionals (ACVREP) and the State Board of Education Certification for continuing education credits. Please be sure to follow instructions in the ACVREP Certification Packet if you are requesting these credits that include signing the roster BEFORE each session begins and getting a code label BEFORE leaving the session. In order to receive approval, no exceptions will be made for session attendance certification procedure after the session labels have been awarded at the end of the session. This includes the completion of the ACVREP approved evaluation form in lieu of the SBEC evaluation form that is included in the Symposium Packet.


Texas School for the Blind & Visually Impaired Outreach Department 1100 West 45th Street Austin, Texas 78756

www.tsbvi.edu

Documents

22000099 TTeexxaass SSyymmppoossiiuumm oonn ...Intervener Competencies: 1.6, 4.3, 3.2, 4.3, 5.1, 6.1, 6.2, 7.1 11:30-1:00 PM Austin Room Brown Bag Luncheon for ESC Deafblind Specialists